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Teacher related factors which influence the
implementation of integrated english course in
secondary schools: a case study of Ibacho Division, Kisii
Central District
Charles Magoma
To cite this version:
Charles Magoma. Teacher related factors which influence the implementation of integrated english course in secondary schools: a case study of Ibacho Division, Kisii Central District. Education. 1999. �dumas-01313639�
SItCONI)ARY SCHOOLS A CASE S I UDY OF IBACH() DIViSION,
K1SH
CENTRAL DISTRICT BY: C.HARI.4ES M. MAGOMA ERA 1FRA006820 C4 /05MA
Gi 373.i9A THESIS SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE i)EGREE OF MASTER OF
EI)UCATION IN CURRICULUM DEVELOPMENT
KEN YATTA tJlN I V ERSITY
11
DECLARATION
This is my original work and has not been presented for a degree in any other University.
Charles M. Magoma
This thesis has been submitted with our approval as University Supervisors.
ceW.Byi Senior Lecturer Department of Educational Administration, Planning and
Curriculum Development
Dr. Joseph M. Malusu Senior Lecturer Department of Educational Administration, Planning and
DEDICATION
This Thesis is dedicated to my beloved late father, Magoma
Miruyo; and my mother, Mong'ina Magoma, for their unwavering perserverance in nurturing me to maturity and teaching me the essence of hard work.
Iv
ACKNOWLEDGEMENTS
I am highly indebted to all those people who contributed positively towards the success of this study. First and foremost, I would like to thank my University supervisors, Dr. G.W.Bunyi and Dr. J.M. Malusu, who read all my drafts.
Special thanks also go to all the staff in the Department of Educational Administration, Planning and Curriculum Development for their encouragement and co-operation throughout the entire period of the study. In particular, I thank the lecturers-Prof. Okech , Mr. Shiundu, Dr. Malusu, Dr. Bunyi, Dr. Libese, and Dr. Ngugi- under whom I took the various courses. My appreciation also goes to my classmates and other colleagues in graduate work- Musyoka, Ruth Wahomne (USA), Karialong, Onyango, Ogola, Ndua, Barongo, Motuka and Mokua- for their hue companionship throughout the entire course.
My heartfelt gratitudes go to my brother - Samuel Nyangaresi Magoma - without whose niot'al support and encouragement this work would not have been realised. Particularly, I wish to acknowledge his consistent financial support which speeded up the completion of this work. My sincere thanks also go to my other brothers - Masega, Ombuna, Nyaosi, Gekonge, Miregwa, Momanyi, Christopher and Ondara - and sisters - Keinuirto, Nyaboke, Clemenciah, Esther and Elizabeth - for their love, encouragement and prayers. I also acknowledge the following relatives and friends for their support both morally and materially - Nyakundi Mogere, Mwambao, Nyaoko, Ndemo, Onserio, Victor, Obiri (Ambedkar Law College-India), Khaemba, Edward, Gwoki, Osano, Atambo, Ongeri, Sakina, John, Onchong'a, Catherine, and Mellen and her friends.
I extend sincere gratitudes to Nyanturago Secondary School particularly the retired Headmaster-Abed Maranga- whose inspiration has always propelled me to academic excellence. In line with this, I am beholden to the Fleadmistress of St. Charles Lwanga, ichuni Girls' secondary school - Jane Monda - and her staff members who challenged me to take up the programme at Kenyatta University.
Many thanks also go to Kenya Institute of Education (KIE), Ministry of Education and British Council library staff for providing me with the necessary educational literature. On the same note, I thank Mrs. Victoria N. Muutu, the head of English Department at KIE, and Tom Mabururu of British Council for their co-operation during my search for literature concerning my study.
I would like to register my special thanks to the teachers of English, their heads of department and headteachers in Ibacho Educational Division who actively participated in this study. 1 also thank Mr. and Mrs. Chege of Limaprint Agencies for their assistance in typing this thesis. Lastly but not least, I am very grateful to Kenyatta University for having awarded me a scholarship to undertake my M.Ed. course in Curriculum Development.
ABSTRACT
The teaching of English in Kenyan secondary schools has undergone some changes in the last few years in an attempt to improve the quality of its performance. The current secondary schools' English syllabus is a result of the syllabus review of 1984/85 which was later revised in 1992 to match with the changes brought about by the 8-4-4 System of Education. Among the changes the 8-4-4 System of Education brought about was an integrated course of English - Language and Literature. Before the integration, Literature and English Language were taught separately. Despite the efforts to improve the performance in English in Kenyan secondary schools, there has been persistent low attainment in the secondary schools in Ibacho Educational Division of Kisii Central District.
The purpose of this study was to investigate into the teacher related factors which influence the implementation of Integrated English Course in secondary schools in ibacho Educational Division of Kisii Central District, Nyanza Province. This being a case-study of ibacho Educational Division, only eight schools were purposively selected for study to obtain qualitative data from the teachers of Integrated English, their respective heads of English Department and headteachers. Information on the teachers' experiences on the implementation of Integrated English Course was obtained by the use of an observation guide, interview schedule and a questionnaire. On the other hand, information regarding the experiences and opinions of heads of English Department and headteachers was sought through the use of interview schedules. The data collected was analysed and interpreted both quantitatively and qualitatively.
Although most teachers were generally of sound academic and professional qualifications, they did not have a clear understanding of the concept of integration in relation to the teaching of Integrated English Course. Hence, they faced a number of problems in the implementation of the new curriculum innovation. The study, therefore, recommends that the course be taught integratively in colleges and universities to the teachers-to-be by qualified staff who understand the concept of integration. The study also recommends continuous in-service training for all the teachers of integrated English Course, among other recommendations.
vi TABLE OF CONTENTS CONTENTS PAGE TitlePage ... Declaration... ii Dedication... iii Acknowledgements...iv Abstract...v
Tableof Contents ...vi
Listof Tables ...ix
Listof Acronyms and Abbreviations ... ... xi
CHAPTER ONE INTRODUCTION ... 1
1.1 Background to the Study ... 1.2 Theoretical Framework ... 12
1.3 Statement of the Problem ... 13
1.4 Purpose of the Study ... 14
1.5 Research Questions ... 14
1.6 Assumption of the Study ... 15
1.7 Significance of the Study ... 15
1.8 Delimitations and Limitations of the Study ... 16
1.9 Definitions of Key Terms ... 17
1.10 Organisation of the Thesis...17
CHAPTER TWO LITERATURE REVIEW ...18
2.1 Introduction ...18
2.2 Teachers' Professional Skills and Attitudes in Curriculum Implementation...18
2.3 Methods of Implementing Integrated English Course...20
vii
CHAPTER TIIREE
RESEARCH DESIGN AND METHODOLOGY ...24
3.1 Introduction ...24
3.2 Research Design ...24
3.3 The Study Locale ...25
3.4 Description of the Target Population ...26
3.5 Sample and Sampling Procedures...27
3.6 Research Instruments ...28
3.6.1 The Questionnaire ...28
3.6.2 The Interview Schedule ...28
3.6.3 Lesson Observation Guide ...29
3.7 Piloting of Research Instruments...30
3.8 Data Collection Procedures ...30
3.9 Problems Experienced in the Field ...31
3.10 Data Analysis ...32
3.11 Justification for Use of First—Person Point of View ...32
CHAPTER FOuR DATA ANALYSIS AND DISCUSSION ...33
4.1 Introduction ...33
4.2 Teachers' Academic and Professional Preparedness to Implement Integrated EnglishCourse ...33
4.2.1 Teachers' Academic Qualifications...34
4.2.2 Teachers' Professional Qualifications...36
4.2.3. Subjects Teachers were Specialised to Teach...41
4.2.4 Attendance of In-service Courses in Integrated English Course ...44
4.2.5 Teachers' Participation in Subject Panels...46
4.2.6 Professional Relationship among Teachers of Integrated English Course...48
4.2.7 Teachers' Professional Relationship with Inspectors of Schools ...49
4.3 Analysis of Data Related to the Meanings Teachers Attach to Integrated English Course...51 4.4 Analysis of the Teachers' Opinions Regarding the Need and Relevance of
viii
Integrated English Course .54
4.5 Teaching - Learning Methods Employed in the Implementation of Integrated
EnglishCourse ... 58
4.6 Problems Teachers Face in the Implementation of Integrated English Course...61
4.7 Teachers' Recommendations Concerning the Problems Encountered in the Implementation of Integrated Engli s11 Course ...69
CHAPTER FIVE SUMMARY, CONCLUSION AND RECOMMENDATIONS ...75
5.1 Introduction ...75
5.2 Surnmaiy of Research Findings ...75
5.3 Conclusion ...77
5.4 Recommendations of the Study ...77
5.5 Suggestions for Further Research ...79
REFERENCES...80
APPENDICES...86
APPENDIX 1: List of Secondary Schools in ibacho Educational Division...86
APPENDIX 2: Interview Schedule for Teachers of English ...87
APPENDiX 3: Interview Schedule for Heads of English Department...89
APPENDIX 4: Interview Schedule for Headteachers ...91
APPENDIX 5: Questionnaire for Teachers of English...93
APPENDIX 6: Lesson Observation Guide...98
APPENDIX 7: National Examinations Grading Scale...101
APPENDIX 8: Kisij District Administrative Boundaries...102
LIST OF TABLES
TABLE PAGE
Table 1.1 1983 - 1987 Mobamba Secondary School Kenya Certificate of Education (KCE) English Language and Literature National Examinations Results... 6 Table 1.2 1983 - 1987 Ichuni Secondaiy School Kenya Certificate of
Education (KCE) English Language and Literature National
Examinations Results... 7 Table 1.3 1992 - 1995 Kenya Certificate of Secondary Education
(KCSE) English Examination Results National Report 9 Table 1.4 Analysis of the KCSE English Results in Ibacho Division
1993-1996 ... 11 Table 4.1 Academic Qualifications of the Teachers of Integrated
English Course ... 35 Table 4.2 Teachers' Professional Qualifications ... 37 Table 4.3 Subjects Teachers were Specialised to Teach... 42 Table 4.4 Rating of, Initial Professional Training by the Teachers of
Integrated English Course... 43 Table 4.5 Teachers' Integration of English and Literature, Within the
Skills of English, and Within the Literary Genres... 51 Table 4.6 The Heads of English Departments' Conceptualisation of
Integration... 52 Table 4.7 Teachers' Motivation to Teach Integrated English Course 54 Table 4.8 Teaching - Learning Methods which were Advocated for
During In-service Courses and/or Panel(s) ... 59 Table 4.9 Teaching-Learning Methods Teachers Commonly Used to
Implement Integrated English Course... 59 Table 4.10 Problems Discussed by Teachers During Integrated English
Course Panel(s)... 62 Table 4.11 Major Problems Teachers Encounter in the Implementation
x
Table 4.12 Teachers' Recommendations Concerning the Problems or Issues Discussed During Integrated English Course
Panel(s)...70 Table 4.13 Individual Teachers' Recommendations Concerning their
Unique and General Problems Encountered During
LIST OF ACRONYMS AND ABBREVIATIONS
SELP Secondaiy English Language Project KIE Kenya Institute of Education
SD Standard Deviation
KNEC Kenya National Examinations Council CRE Christian Religious Education
PE Physical Education BOG Board of Governors
COG Church of God
TSC Teachers Service Commission PTA Parents Teachers Association DEO District Educational Officer EO Educational Officer
DO District Officer
KJSE Kenya Junior Secondary Examination KCE Kenya Certificate of Education
KCSE Kenya Certificate of Secondary Education EAACE East African Advanced Certificate of Education KACE Kenya Advanced Certificate of Education Si Secondary Teacher Grade 1
P1 Primary Teacher Grade 1 ATS Approved Teacher Status
PGDE Post Graduate Diploma in Education
B.ED. Bachelor of Education BA Bachelor of Arts
MA Master of Arts
B.SC. Bachelor of Science B. Corn. Bachelor of Commerce
CHAETER ONE
INTRODUCTION
This chapter is an introduction to the study. It deals with background to the study, theoretical framework, statement of the problem, purpose of the study, research questions, assumption of the study, significance of the study, delimitations and limitations of the study and definitions of key terms.
1.1 Background to the Study
Wilkins (1 974) points out that language is a means of communication. This means that language is a means of bringing people together. Manning (1997) states that English is the indispensable means of communication for an estimated 700 million people throughout the world. According to Katzner (1986), English is therefore very important not only for those people for whom it is the mother tongue but also for those others for whom it is an official language.
The English Language plays a very significant role in Kenya. It is the official language, which means that it is the language used in education, the judiciary, commerce and in parliament (Waithaka, 1993; Sereti, 1993; Teyle and Okatch, 1991). The importance of English in the Kenyan school curriculum cannot therefore be overstated.
The Kenya Education Commission Report of 1964 recommended that English be used as the medium of instruction in all schools right from Standard One. On the other hand, the Report of the National Committee on Educational Objectives and Policies ( 1 976:54/55) made the following recommendations which were aimed at facilitating the initial progress of those children who started schools using languages other than English:
To use as a language of instruction the predominant language spoken in the schools' catchment area for the first three years of primary education. To introduce English as a subject from Primary I and to make it supercede the predominant local language as the medium of instruction in Primary 4.
This meant that the education system was to make much better use of the local languages for instruction at the beginning of primary education. 1-lowever, English was to be taught as a subject from Standard I and then used as a language of instruction from Standard 4 onwards. In
Due to the importance and role that English plays in education in Kenya, the Ministry of Education places a lot of emphasis on the development of the language. It also places on the shoulders of English Language teachers the task of moulding the students so that they can express themselves effectively in both oral and written work (Sereti, 1993).
The teaching of English in I(enyan secondary schools has gone through changes in the last few years in an attempt to improve the quality of its teaching (Mwangola, 1993). The result of the syllabus review of 1984/85 brought about the 8-4-4 System of Education. The 8-4-4 System of Education brought radical changes in the educational structure, and also in the curriculum and the teaching approach. The current structure comprises of 8 years of primary, 4 years of secondary, and 4 years of minimum university education. With the launching of the 8-4-4 System of Education in January, 1985, Integrated Social Studies (wrongly called 'Geography, History and Civics, A Combined Course' ) became part of the school curriculum (Shiundu and Omulando, 1992). The combined course which organises content according to various social themes integrates content and experiences from Geography, 1-listory and Civics. Also, the 8-4-4 System of Education brought about an integrated course of English Language and Literature which was introduced into the Kenyan secondary schools in 1986 (Muulu, 1993).
Some changes were made in 1992 when the 8-4-4 English syllabus was reviewed. It was realised that the syllabus was overloaded but very few periods were allocated to English. Before the 1992 English syllabus review, there were only 6 periods for Forms Three and Four. In the 1992 syllabus, the Forms Three and Four English periods were increased to 8 per week, and those for Forms One and Two to 6 per week. Some 'A' level components of English were removed from the syllabus. For instance, the literary appreciation component of 'A' level was found too deep for the students to comprehend. The oral literature project was removed, and students were only required to collect materials for discussion in the classroom. Style was also simplified, and teachers were required to teach only the simple aspects of style.
According to Shiundu and Omulando (1992), integration emphasises the horizontal relationships between various curricula areas in an attempt to interrelate content, or learning experiences in order to enable the students to perceive a unity of knowledge. Blenkin and Kelly (1981) define integration of subject matter as an approach to learning that does not accept or base itself oii any
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notion of the sanctity of traditional divisions. On his part, Pring (1971) contrasts integration with fragmentation of the curriculum which typifies the traditional school, with subject barriers. Priiig thinks that the compartmentalisation or pigeon-holing of knowledge is irrelevant to life as a whole. According to him, integration is connected with the natural inquiry of children which does not respect subject divisions. He asserts that integration of subjects is a necessity if there is to be a truer' and more comprehensive picture of reality. He further points out that the division of knowledge into distinct subject divisions is artificial and does not reflect correctly the essential unity of reality.
According to Taba (1962), integration of knowledge is an important issue, both from the standpoint of explosion and specialisation of knowledge and from the standpoint of the social impact of technology. Taba further points out that as the number of specialised fields increase, the pursuit of specialised subjects in school becomes increasingly fruitless, or impossible. Therefore, more rather than less emphasis is needed on integrating knowledge.
Before the introduction of the Integrated English Course in Kenyan secondary schools in 1986, Literature and English Language were taught separately. Not all linguists favour the integration of English Language and Literature. Linguists such as Carter (1986) think that Literature and Language are distinct subjects of study and that Language and Literature have different intrinsic values for the learners and the teachers. Carter therefore favours approaches which preserve the distinctiveness of each discipline of study. However, distinctiveness is not the view held by everyone. For instance, Indangasi (1991) says that Literature and Language are of mutual benefit to each other in the classroom situation since they reinforce each other. This means that English Language and Literature are of mutual benefit to each other despite their subject boundaries. This mutual benefit was the motivating factor for the integration of English Language and Literature into one subject-English.
The integration of Literature and English Language means that teachers are assumed to have a good mastery of Language and also a clear understanding and appreciation of Literature and are able to teach each as a function of the other. This means that the teachers are expected to teach English Language using literary texts, and also to teach Literature using the various skills of English Language such as listening, speaking, reading and writing.
Owino (1991) and Indangasi(1991) state that the merger of English and Literature has meant that Integrated English Course may not be taught well since some of the teachers were trained in
the 1970s and 1980s when Language teaching was separated from that of Literature . At that time, many teachers and students of Literature separated Language from Literature. Students of Literature were only interested in the content of Literature and not the language or style. The situation is still the same today.
Teachers need adequate training in the integrated approach for them to function well in their teaching of Integrated English Course. Unless this is done, teachers who are trained to teach one subject and not both English Language and Literature, may align themselves to their subject of specialisation at the expense of the other (Sure, 1986). In fact, even those teachers who are trained in both English Language and Literature may not implement Integrated English Course efficiently if they are not trained on how to integrate the two subjects. When the 8-4-4 Integrated English Course was introduced in 1984/85, it was felt that there was need for massive in-service training for teachers of English so that they could cope with the demands of the new course which required new approaches to teaching English (Waithaka, 1993). The new course required the teachers to know how to integrate English Language with Literature. The teachers were also expected to integrate within the various aspects of Language, that is, listening, speaking, reading and writing. Further, teachers were required to integrate within the literary genres which include: drama, poetry, the novel, short stories, and oral literature.
Following the preceding new teacher requirements, between 1988 and 1992, the Kenya Institute of Education (KIE), the Ministry of Education, and the British Council introduced the Secondary English Language Project (SELP). SELP was meant to acquaint the already serving teachers with the Integrated English innovation and to equip them with new skills to enable them implement the course fully. Although SELP was meant to be a massive in-service training for teachers of English, it (SELP) was conducted in only three phases. The first phase was at the national level. Teachers were selected nationally for training at a central place. Those trained at the national level were supposed to train others selected at the provincial level. This formed the second phase of SELP. Those trained at the provincial level were supposed to train others selected at the district level. This formed SELP's third and final phase.
Despite SELP's efforts to improve the teaching of Integrated English, the project faced a nuiiiber of financial problems. This is because the government and the British Council only financed training at the national and provincial levels. At the district level, financing was supposed to be done by the schools through the Teachers Parents Associations (PTA).According to Muutu (head of English Department at I(ffi), some headteachers agreed to sponsor their teachers of
English for training but in other schools, the headteachers did not accept this financial responsibility.
Low attainment in English Language and Literature did not begin with the introduction of Integrated English Course. In fact, the performance in English Language and Literature as separate subjects was poorer before the introduction of Integrated English Course (as exemplified by Table 1.1 and Table 1.2). Integrated English Course was an innovation that was meant to better the performance in English and Literature. The curriculum designers thought that the merger of English Language and Literature would enable the two subjects to benefit from each other. Indeed, the merger has improved performance in English but the improvement is still quite minimal, that is, performance in English is still poor.
*r[ abl e 1.1 1983 —1987 Mobamba Secondary School Kenya Certificate of Education
(KCE) English Language and Literature National Examinations Results
Year Score No. of Candidates per Score in No. of Candidates per Score in
Paper 115 Paper 205 1987 7 1 - 8 7 3 9 67 17 1986 8 1 4 9 52 10 1985 7 - 1 8 2 2 9 51 4 1984 6 - I 7 5 3 8 16 4 9 65 18 x 5 - 1983 5 - 1 6 - 1 7 2 2 8 5 2 9 85 8 x I -
*Source: Mobamba Secondary School, 1998 Key:
Paper 115 - English Language (compulsory subject) Paper 205 - Literature (optional subject)
Score 1-2 - Distinction 3-6 - Credit
7-8—Pass 9—Fail x- Absent
*Ta ble 1.2 1983 - 1987 Ichuni Secondary School Kenya Certificate of Education (KCE) English Language and Literature National Examinations Results
Year Score No. of Candidates per Score in No. of Candidates per Score in Paper 115 Paper 205 1987 1 - 2 2 - 1 3 - 7 4 - 6 5 1 8 6 12 12 7 19 11 8 30 10 9 64 24 1986 1 - 2 - - 3 - 3 4 1 3 5 4 6 7 2 7 18 9 8 19 2 9 - 13 x 5 4 1985 3 2 - 4 - - 5 - - 6 9 - 7 8 3 8 19 6 9 82 32
*rfable 1.2 1983 - 1987 Ichuni Secondary School Kenya Certilicate of Education (KCE) English Language and Literature National Examinations Results
1984 5 - 2 6 2 1 7 - 7 8 20 4 9 54 7 x 1 - 1983 3 - 1 4 - 1 5 - - 6 8 - 7 6 6 8 17 4 9 18 16 - 1
*Soul.ce: St. Charles Lwanga Ichuni Secondary School, 1998
From both Table 1.1 and Table 1.2, it can be noted that most of the candidates scored very poorly in both English Language and Literature as separate subjects. With the exception of a few candidates, most of the candidates scored weak passes while others failed. It can be concluded from the results of the two secondary schools in Ibacho Educational Division that performance in Literature was better than that of English Language over the period 1983 -
1987 (see Tables 1.1 and 1.2).
Despite the introduction of SELP by the Ministry of Education, the KIE, and the British Council to prepare teachers to handle integrated English Course adequately, low attainment of secondary school leavers has persisted. The blame for this low attainment has been on the teaching and learning of English (Omollo, 1993). Low attainment in Integrated English is reflected in the Kenya Certificate of Secondary Education (KCSE) results both nationally and in Ibacho Educational Division (the division this study focuses on). Tables 1.3 and 1.4 show this.
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*TsbIc 1.3 1992- 1995 Kenya Certificate of Secondary Education (KCSE) English Examination Results National Report
YEAR PAPER NO. WHO MAXIMUM MEAN S.D
SAT MARK SCORE
1992 101/1A 137687 40 14.48 2.99 101/113 137638 80 34.35 9.79 101/2 137628 80 16.40 8.69 *COMBfl.JED 137737 200 65.21 19.09 1993 101/1A 140633 40 15.09 2.99 101/113 140647 80 35.66 10.29 101/2 140663 80 15.25 8.29 *COMBINED 140825 200 65.93 18.89 1994' 101/1A 141613 40 15.73 3.19 101/113 141770 80 26.58 3.79 101/2 141393 80 14.39 8.09 *COMBff4ED 142211 200 56.48 17.59 1995 101/1A 139161 40 15.37 3.19 101/113 139595 80 30.69 9.09 101/2 139099 80 9.86 5.39 *COMBINED 139780 200 55.77 15.49
*Source: Kenya National Examinations Council ( KNEC), 1997: 1-2 Key:
101/lA- English Composition 101 / 1 B- Language
10 1/2- Literature
*COIVmINED in Table 1.3 refers to the papers 101 / 1 A, 101/lB and 101/2 brought together.
For the purposes of this study, it is important to note that the English papers test the candidates' ability to recognise and to apply language in use, that is, the grammar and usage of English. This is effected through the use of three papers: paper 1 01/lA (English Composition) which tests creative and functional writing; paper 101/113(1-anguage) which tests grammar, usage, summary
and comprehension; and paper 101/2(Literature) which tests the literaiy skills which have been acquired and how they are applied by the candidates (KNEC, 1997).
Table 1.3 shows performance in the three English papers in the years 1992-1995. From the table, a number of observations can be made. The first observation is that performance in English has been declining except for the year 1993 when there was improvement. The best performance l5etWeen 1992 and 1995 was recorded in 1993 when the combined mean score was 65.93 out of
200. The second observation is that paper 101/1A (English Composition) showed slight improvement in 1994. The third observation is that performance in paper 101/1B (Language) has been fluctuating from one year to the other. The best performance in this paper between
1992 and 1995 was in the year 1993 when the mean score was 35.66 out of 80. The fourth observation is that of the three papers, performance in paper 10 1/2 (Literature) has been poorest. The performance in this paper has been declining steadily and the worst performance between
1992 and 1995 was recorded in 1995 when the mean score was 9.86 out of 80. The uifih observation is that the overall Standard Deviation (SD) which indicates how candidates have spread out around the mean, shows that there is a cluster in paper 101/1A. The SD of papers 101/113 and 10 1/2 shows good spread around the mean. Clustering shows that the students have the same ability unlike spreading which shows the direct opposite. It can also be noted from Table 1.3 that despite the fact that teachers are supposed to teach English Language and Literature as an integrated course, the two subjects are tested separately. 1-lowever, a student's grade in English is arrived at by bringing together scores in all the lapers taken in English Language and Literature.
Although it is possible to test integration even when the various papers of English are separate, there is need to have one explicitly integrated English paper. This will challenge the teachers of integrated English Course to strive to integrate their teaching of English Language and Literature. This is due to the fact that the Kenyaii System of Education is examination oriented. Currently, there are two examination papers offered in English as was the case before. The examination format is more or less the same in both English Language and Literature papers. Therefore, the testing of the two subjects separately contradicts the essence of an Integrated English Course.
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*Ta ble 1.4 Analysis of the KCSE English Results in thacho Division 1993-1996
School Educational Zone Mean Subject Grade Scores per Year
1993 1994 1995 1996 Ibacho Ibacho 4.91 3.53 3.41 3.52 Mogweko it 3.65 2.76 3.19 2.27 Gesicho of 4.12 2.94 3.27 3.94 ichuni Keroka 4.56 3.35 3.34 3.76 Amabuko 11 3.35 2.63 2.57 3.41 Gesabakwa Ekerubo 3.34 2.45 3.89 3.04 Mobamba Kiamokama 4.07 3.30 3.20 3.50 Chironge it 2.93 2.45 2.37 2.62
*S oul.ce: Ibacho Education Division Office, 1997
Unlike in the previous table where the raw scores were used to calculate the mean, in this table the mean is calculated using grades. This is because the raw scores of KCSE English results are not available in the division under study. The KNEC avails examination results calculated in grades on a 12 point scale for each paper in the schools (see Appendix 7). Despite serving the same purpose, raw scores and grades give slightly different pictures since the former is more precise than the latter. The years indicated in Table 1.3 and Table 1.4 are the only ones that I could get data on. They are meant to shed light on the general poor performance in English.
Table 1.4 shows that performance in Integrated English Course in Ibacho secondary schools was poor over the years 1993-1996. The mean giade of each school in Ibacho Division between 1993 and 1996 was less than the national average of 6 points (grade Q. According to Owino (1991), low attainment may be the outcome of the incompetence of the teachers of English among other things.
According to Manning (1997), the language component of the teacher training courses has recently stimulated much interest, an indication of a certain dissatisfaction with the teachers' training. Owino (1991) and Sure(1986) argue that teachers of Integrated English Course can only function well in their classrooms if they are adequately equipped with the integrative approach of teaching.
In view of the foregoing, the study sought to investigate teacher related factors which influence the implementation of the Integrated English Course in Ibacho Educational Division of Kisii Central District.
1.2 Theoretical Framework
This study was based on Fullan's (1991) curriculum implementation model known as Educational Change Model. Fullan states that for the teachers to implement a new curriculum such as Integrated English Course, they need to understand the characteristics of the change being considered. Otherwise, they will resist the innovation if they do not understand its theoretical basis very well. Integrated English Course differs in approach from the traditional teaching of English Language and Literature as separate subjects. The former hinges on the concept of integration while the latter favours the distinctiveness of each of the two subjects. Thus, if teachers know the difference in approach between integrated English Course and traditional teaching of English Language and Literature separately right from the start, the innovation would have better chances of success.
Fullan further argues that clarity about goals and means is very important in any change activity. In the present study, this means that the teachers should be clear at the outset as to what the goals of Integrated English Course are and the manner in which they (teachers) are to be involved in the innovation.
Fullan's model states that teachers need to recognise the innovation, for what it is for them to have a realistic perception of its difficulty level or complexity. He points out that for the experienced staff in curriculum implementation, extensive change can be rather easy. On the other hand, the same change can be quite challenging for the inexperienced staff. Flowever, according to Ornstein and Hunkins (1993) this may not always be the case because the experienced staff tend to be more resistant to change compared to the inexperienced staff. Hence, this study directed its attention to the difficulties experienced by both experienced and
13
inexperienced teachers in the implementation of Integrated English Course. Effective teacher preparation enables teachers involved in any programme to understand and accept the ideas contained in the new curriculum being proposed for implementation (Oluoch, 1982 and Hawes,
1979). Thus, considerable attention was also paid to the kind of academic and professional preparedness teachers of Integrated English Course were given by those introducing the innovation both during and after pre-service training, and with what impact.
Fullan's Educational Change Model-points out that for the teachers to accept an innovation, they need to perceive its quality, worth and practicality. Fullan (1991) further argues that any new curriculum innovation is always hoped to be of evident quality. Furthermore, he argues that when it conies to practicality, developers often miss the mark since teachers may not implement the suggestions. For instance, Integrated English Course may have sound ideas, but if the teachers do not perceive its quality, worth and practicality the course may not be effectively implemented.
1.3 Statement of the Problem
Due to the importance and role that English plays in education in Kenya, the Ministry of Education places a lot of emphasis on its development. The ministry also places on the shoulders of English Language teachers the task of moulding the students so that they can express themselves in English effectively in both oral and written work. Despite this emphasis given to English as a subject of study and as a medium of instruction in the Kenyan Education System, its performance was poor before Integrated English Course as shown in Table 1 .1. and Table 1.2. With the introduction of Integrated English Course, the performance of English in the Kenya Certificate of Secondary Education (KCSE) examination, both nationally (as shown in Table 1.3) and also in the secondary schools in Ibacho Educational Division of Kisii Central District (as shown in Table 1.4 ) has shown only slight improvement. Therefore, performance in English is still poor being below the mean grade of 6 points (grade C).
Teachers are the major agents in any curriculum implementation as they receive, interpret and implement any curriculum package (Rombo, 1989). However, according to Fullan' s (1991) theory, teachers may be influenced by the following factors: need and relevance of change, clarity of goals, complexity of change, and quality, worth and practicality of the programme. This study attempted to investigate specific teacher related factors which influence the
implementation of Integrated English Course in Ibacho Educational Division of Kisii Central District.
1.4 Purpose of the Study
The main purpose of this study was to investigate and establish teacher related factors which influence the implementation of Integrated English Course in Ibacho Educational Division of Kisii Central District. The specific objectives of the study were:
To find out the meanings the teachers attach to the term integration.
To investigate the teachers' opinions regarding the need and relevance of Integrated English Course.
To determine the teachers' academic and professional preparedness to implement Integrated English Course.
To determine the teaching—learning methods teachers employ in implementing Integrated English Course.
To identify the problems the teachers face in implementing Integrated English Course. To find out the teachers' recommendations about the prblems they encounter during the implementation of Integrated English Course.
1.5 Research Questions
The following research questions were based on Fullan's (199 1 ) theoretical framework to guide the study:
What meanings do the teachers attach to the term 'integration' in relation to Integrated English Course?
What are the teachers' Opinions regarding the need and relevance of Integrated English Course?
How academically and professionally prepared are the teachers of Integrated English Course to implement the innovation?
Which teaching-learning methods do teachers of Integrated English Course use in their implementation of the course?
What problems do teachers face in implementing Integrated English Course?
How do teachers resolve the problems they encounter during the implementation of Integrated English Course?
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1.6 Assumption of the Study
The assumptions underlying the study was:
• Poor performance in Integrated English Course is partly due to teacher related factors.
1.7 Significance of the Study
This study was an attempt to establish teacher related factors which influence the implementation of Integrated English Course in Ibacho Educational Division. Thus, the process of the study and its results was of immense significance to me as a teacher of English and also to other teachers of English. The study would also be of importance to the members of the National Secondary English Subject Panel in KIE in their efforts to improve teaching resources such as syllabuses, teachers' guides and text books.
The thinking of teachers involved in the teaching of Integrated English Course in the schools studied was stimulated since I invited questions from them during formal and informal interviews. The resulting discussion between me and the teachers might have helped them (teachers) to understand their classroom practice better. Consequently, learners are likely to receive higher quality instruction in the Integrated English Course from those teachers than before.
Due to low attainment in Integrated English Course (less than the national mean of grade C) as shown in Tables 1.3 and 1.4, an in-depth study was needed to come up with findings, conclusions and recommendations with a view to improving the students' performance in the subject. The current study is intended to help the teachers and students attain better results at KCSE by addressing and solving the problem of low attainment in English in the Kenyan secondary schools.
The findings of the study could also benefit inspectors and tutors in the resource centres in designing materials for the in-servicing of secondary scl100l English Language teachers. The inspectors and tutors might also be able to advise teachers on demanding topics and/or problematic areas of implementation of Integrated English Course through in-service courses.
The study would also provide suggestions as regards the teaching constraints of Integrated English Course that might be of great use to the teacher trainers. The trainers could then strive to provide necessary information to the teacher trainees concerning the teaching of Integrated English Course effectively at the classroom level.
Given that there are hardly any studies on Integrated English Course in Kenya, and I have 1101 come across any in Ibacho Educational Division (my study locale), this study would fill this gap and lead to a better understanding of the course and its demands on teachers and their learners.
1.8 Delimitations and Limitations of the Study
There are many factors that influence the implementation of Integrated English Course. This study is focused on the teacher related factors that influence the teachers' effective implementation of Integrated English Course in ibacho Educational Division of Kisii Central District.
The study was limited to only one educational division out of eight in Kisii Central District, Nyanza Province. This was due to the qualitative methodology that I adopted.
Limitation of the study to Ibacho Educational Division reduces the generalisability of the findings to the other seven divisions in the district, Nyanza Province, and the rest of Kenya despite the fact that the same Integrated English syllabus is in use. This is because Ibacho Educational Division may be influenced by unique teacher related factors that may not be in the rest of the country. Therefore, generalisations cannot be drawn from this single case and be applied to all the other cases. All the same, qualitative research is not judged by and is not interested in generalisability of the findings (Patton, 1990).
Given that I was interested only with the teachers' constraints in the implementation of Integrated English Course, it means that a number of other factors contributing to poor performance in Integrated English both within and outside the school system were not taken care of by the study.
Time and money allocated to this research by the University also limited my in-depth operations in Ibacho Educational Division during data collection period.
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1.9 Definitions of Key Terms
Implementation
This is a curriculum stage at which the teachers receive and execute new curriculum in their respective schools.
Integration
It refers to the horizontal relationship that exists between the content and learning experiences between or among subject areas in order to enable the students to perceive a unity of knowledge.
Integrated English Course
This refers to the teaching of English Language and Literature as one subject 'English'.
Division! Educational Division
This is an administrative area within a district comprising of all the schools and institutions located in the geographical area, usually headed by a District Officer (DO). An Educational Division is headed by an Educational Officer (EO) who reports to the District Education Officer (DEO).
Zone
This is made up of between twelve to thirty two schools in a division, located in the same geographical area under a Schools Inspector who reports to the Education Officer.
1.10 Organisation of the Thesis
This study is organised into five chapters. Chapter One is an introductory chapter which deals with the background to the study, theoretical framework, statement of the problem, purpose of the study, research questions, assumption of the study, significance of the study, delirnitations and limitations of the study, and definitions of key terms. Chapter Two reviews literature related to the present study. Chapter Three presents the methodology adopted in conducting the research. This includes such details as the research design, study locale, target population, sampling procedure, research instruments, and the procedures for data collection and analysis. In Chapter Four, data is presented, analysed and discussed. Chapter Five presents a summary of research findings, conclusion, recommendations of the study, and suggestions for further research.
CHAPTER TWO
LITERATURE REVIEW 2.1 Introduction
In this chapter, literature related to the problem was reviewed under the following
sub-headings: teachers' professional skills and attitudes in curriculum implementation, methods of implementing Integrated English Course, and Literature on Integrated English Course.
2.2 Teachers' Professional Skills and Attitudes in Curriculum Implementation
Implementation refers to the stage when syllabuses, and learning and teaching resources are being used by the intended teachers and students. According to Ornstein and Hunkins (1993), implementation is the next logical step once a programme has been developed and piloted. It involves extensive actions by many parties. It is an essential aspect of curriculum development since it brings into reality anticipated changes.
There are many curriculum implementation agents such as teachers, administrators, consultants, state employees, University professors, parents, students, lay citizens and politicians (Ornstein and Hunkins, 1993). However, many curriculum writers agree that the teacher is the main agent in any educational innovation (Okech and Asiachi, 1992; Giroux, 1988; Bishop, 1985; Hawes,
1979; Lewy, 1975; Howson, 1973 and Fafuiiwa, 1967). To a large extent, an innovation's success is determined by the teachers' quality and commitment. This applies to the current Integrated English Course since the teachers' skills and the attitudes towards it matter more than the changes it presents in content and methods (Ministry of Education , 1992).
According to the Ministry of Education (1992), teachers must be educated to be learners throughout their professional lives. Hence, a comprehensive policy is needed to ensure that teacher education is reorganised as a continuous co-ordinated process which begins with pre-service preparation and continues throughout the teacher's piofessional career. In such a system, pre-service and in-service education should be well co-ordinated to foster the concept of life-long learning and the need for recurrent education. This will enable the teachers to effectively implement any curriculum innovation.
The concept of life-long teacher education is supported by a 1975 UNESCO international conference on Education which notes that it does not seem possible to equip the student teacher with knowledge and skills which would be sufficient for his or her whole professional life. This is due to the continuous innovation and development of general and pedagogic knowledge, and constant change taking place in education systems and the increasingly creative character of pedagogical activities.
Since implementation involves attempts to change the teachers' knowledge, actions and attitudes, it requires interaction between curriculum developers and the teachers who deliver it (Omstein and Flunkins, 1993 ; Aim and Lynne ,1991 ; Fullan and Ponifret, 1977). In this case, the teachers and their headteachers need a lot of support from the school inspectors, educational administrators and other educational authorities during the stage of implementation. Thus, curriculum designers need to provide the necessary support for their recommended programmes to facilitate their rapid implementation. They have to do this for the teachers to acquire skills required to effectively and efficiently implement the innovation.
Lewy (1975) argues that most new educational programmes cannot be implemented without providing proper training for teachers. This applies to the new integrated English Course where new teaching methods and content should constitute the main topic of teacher training and retraining. Teacher preparation which starts with a new innovation should be intensified and extended during the implementation stage. Effective teacher preparation enables teachers involved in the programme understand and accept the ideas contained in the new curriculum being proposed for implementation. Intensified teacher preparation will eventually enable the teachers to look at a particular culTiculum development effort as their own and not something being imposed on them from outside (Ornstein and Hunkins, 1993; Shiundu and Omulando, 1992; Oluoch, 1982; and David, 1982).
Fullan and Joyce (1990) maintain that teachers require numerous opportunities for one-to-one and group encounters where ideas can be exchanged and assistance given. This will make teachers keen to be involved in the innovation. Fullan and Joyce further argue that involvement of teachers will make them realise the professional rewards of being players in the implementation process. The teachers will be able to find out that there is a general satisfaction in generating ideas and assisting peers in mastering new competencies. This will foster in the teachers positive attitudes towards the innovation itself and to the implementation process of the innovation due to the new skills acquired.
Miles and Louis (1990) in their research entitled 'mustering the will and skill for change' found that those schools that are successful in implementing change and improving their programmes have staff who passionately hold similar images of what the school should become. Such teachers are committed to the programme and have developed enthusiasm about the innovation. I ascertained that teachers of Integrated English Course in Ibacho Educational Division were not fully committed to the innovation, and that they had not developed enthusiasm about Integrated English Course.
Ornstein and Hunkins (1993:307) echo this view by saying that: "teachers are virtually an untapped source of energy and insight who are capable of profoundly changing the schools if they act as a group and direct their energies to innovation." Effective implementation of any innovation can only happen if teacher pre-service and in-service training are adequate and regular. This implies that the teachers' training is an important determinant of their potential for effective curriculum implementation. Thus, Integrated English Course can only succeed if the teachers are adequately trained. From the preceding literature, it is clear that teachers are very important in the implementation of Integrated English Course. Consequently, it is important that the challenges that teachers face be investigated. This study sought to find out what these challenges are.
2.3. Methods of Implementing Integrated English Course
Perrot (1 982:5) says: 'as is the teacher, so is the teaching.' Perrot's assertion is supported by Fagbongbe (1971) who also says that 'as is the teacher, so is the school'. Thus, a teacher is a very important variable in the teaching process. The 8-4-4 Integrated English Course advocates for learner-centred methods of teaching (KNEC, 1995; Ministry of Education, Science and Technology, 1984). According to the Ministry of Education (1992), a skilled teacher in Integrated English Course is likely to use a variety of learner-centred techniques to facilitate understanding. These learner-centred techniques include groupwork, dramatisation, simulations and games, discussions, fieldwork, among others. These techniques should vary according to the topic or item to be taught and the teacher's own teaching style. Goddard (1972) adds that, to a large extent, effective teaching and learning depends on the teaching methods and techniques employed by the teacher. The Ministry of Education (1992) further asserts that more learner-centred techniques should be used in English more oflen than at present, since they involve the pupil in thought and reasoning, and in discovering meaning rather than simply being told by the
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teacher. This is credible because language is not learned by talking about it but by using it (Mcgregor, 1971).
Pupils are more likely to learn adequately items or topics discovered through their own efforts (Ministry of Education, 1992). This implies that learner-centred techniques encourage pupils to be independent in their learning and to realise that to become proficient in English, one must be an active participant in the learning process.
Wilkins (1974) clearly points out that the teacher's understanding of language, language learning and the teacher's command of the methods and techiiques of language teaching are very important in the English teacher's professional skill. Therefore, the effectiveness of the teacher will depend on his or her understanding of the subject matter and the teaching techniques that he or she employs. According to the Ministry of Education (1992), what is expected of any individual teacher is constrained by the teacher's own level of expertise particularly at a time of considerable methodological innovation. The teachers cannot be expected to put new methods into practice unless they are thoroughly familiar with both the principles and the details of the methods (Omwandho, 1 984;Blackie, 1 974;Wilkins, 1974 and Bloomfield, 1925).
According to the Ministry of Education (1992), modern methods require more careful preparation and a greater display of pedagogic skills than more conventional methods. The Ministry further asserts that it is not realistic nor ultimately desirable to expect teachers of English to happily and efficiently change their approach to language teaching overnight. This implies that teachers of Integrated English Course need time to shift from conventional methods to inquiry methods of teaching. Goble and Porter (1977) argue that teachers always stick to their old teaching habits despite innovations. According to Sitima (1988), the teaching approach in English must be practical oriented, interdisciplinary between Literature and English Language and geared towards enabling coherent and intelligible communication by the students.
From the literature on the methods of implementing Integrated English Course, it can be noted that the teachers' command of the methods of language teaching is very important. Thus, the current study sought to know whether the teachers of Integrated English Course were familiar with both the principles and details of those methods.
2.4 Literature on integrated English Course
In relation to the implementation of Integrated English Course in secondary schools, very little has been done in Kenya. In her research which focused on the interpretation of the integrated English Course at the classroom level, in Kisumu District, Omollo (1990) found that teachers encountered the following difficulties when implementing Integrated English Course:
too many pupils and few text books;
negative teachers' attitudes towards Integrated English Course;
comnuinication problem (lack of competence in English Language) among some teachers; domination of classroom talk by teachers;
lack of syllabii and related guiding materials; teachers' lack of lesson plans and schemes of work;
lack of knowledge of Integrated English Course by most teachers.
Muutu's (1993) research on the integration of English Language and Literature teaching in Nairobi Province gave the following reasons for poor implementation of integrated English Course:
most of the teachers were not trained for Integrated English Course; teachers did not fully understand the concept of integration;
teachers had a negative attitude towards Integrated English Course;
text books were the only resource materials to assist the teachers in the implementation of Integrated English Course;
teachers dominated classroom activities.
Omollo 'S (1 990) and Muutu' s( 1993) studies concur on most of the teacher related factors that
affect the implementation of Integrated English Course in Kisumu and selected secondary schools in Nairobi Province. The two researchers agreed that the implementation of Integrated English Course was affected by the teachers' lack of knowledge of the col1cept of integration, teachers' dominance of classroom activities, and teachers' negative attitude towards Integrated English Course.
While the aforementioned introductory studies employed quantitative survey methods, the present study employed a qualitative case study method. A qualitative study allowed for different forms of data such as observational and interview data compared to quantitative
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studies. Richness of data obtained through observations and interviews permits a fuller understanding of the topic under study (Best and Kahn, 1993). Also, Omollo's (1990) and Muutu's (1993) studies were general in nature but the current study is focused on the factors which influence the teachers' effectiveness in implementing Integrated English Course. This bias towards teacher related factors allowed me to deal fully with the teachers who are the main agents of curriculum implementation.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY 3.1 Introduction
This section deals with various procedures and strategies used in the study. ..It focuses on: the - research design, study locale, target population, sample and sampling procedures, research
instruments, and the procedures for data collection and analysis.
3.2 Research Design
This research employed a descriptive case study design. Abagi (1995:16) argues that descriptive research attempts to describe what was or what is in a social system such as the school. The methodology involved in such a design is mostly qualitative in nature producing descriptive data (Sandeep, 1983). Dulen (1962:220) defines a case study as " an intensive investigation of one person, group, project, institution or agency." This is supported by Patton (1990:384) who points out that "cases can be individuals, programmes, institutions or groups." I studied eight institutions in Thacho Educational Division of Kisii Central District. The descriptive case study was appropriate for this study because it enabled me to collect in-depth information concerning teacher related factors which influence the implementation of Integrated English Course in secondary schools in thacho Educational Division. The in-depth study of one case (Ibacho) also enabled me to adequately collect information on the sensitive and personalised experiences of teachers of Integrated English Course.
The descriptive case study design has the advantage of being exhaustive. This is because it permits the researcher to gather comprehensive, systematic, and in-depth information about each case of interest (Patton, 1990). The qualitative nature of the descriptive case study in terms of
being exhaustive is reconmiended by Young (1956: 219) who points out that exhaustive studies describe accurately the relationships of factors and processes.
According to Wawire (1996), a descriptive case study may reveal factors in a given situation that the survey method using a quantitative approach may not always capture. The descriptive case study makes useful contributions to research by directing itself to settings and individuals within a single unit holistically. For the present study, the descriptive case study enabled me to explore
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deeply the teacher related factors which influence the implementation of Integrated English Course whose essence could have been lost in quantitative research.
3.3 The Study Locale
The study was conducted in Kisii Central District which is one of the three districts of the Abagusii community, the other two being Kisii North and Kisii South (formerly Nyamira and Gucha respectively).
Within Kisii Central District, thacho Educational Division was purposively selected for the study out of the eight divisions in the district. Ibacho Educational Division is one of the two educational divisions in Masaba Division (see Appel1dix 8). The other educational division in Masaba Division is known as Masimba. As compared to other divisions (Getembe, Keumbu, Kiogoro, Masimba, Marani, Mosocho and Wanjare) in Kisii Central District, Ibacho Educational Division had a relatively higher number of schools that had presented students for the Kenya Certificate of Secondary Education (KCSE) examination for at least four years. The other divisions had very many young schools that had not participated in the KCSE for at least four years. Hence, they did not qualify for the study. The four year period was meant to isolate information-rich schools for my study.
Singleton (1993) has observed that the ideal setting for any study is one that is directly related to the researcher's interests. Having taught in Ibacho Educational Division, I had a professional interest to do research in the division. At the same time, no research had been carried out on the English curriculum in Ibacho Educational Division despite low attainment in English in KCSE (see Table 1.4).
Singleton (1993) further argues that the ideal setting for any study should be easily accessible to the researcher and that which allows immediate rapport with the participants. I selected Ibacho Educational Division because of its accessibility to me. This was because I was familiar with Ibacho Educational Division, and hence, data collection would not be hindered by the participants' hostility due to suspicion. Wamahiu and Karugu (1995:24) point out that "sometimes being familiar with the research site helps in gaining acceptance ..." They further argue that "if participants are consistently hostile or even indifferent towards you, your research cannot proceed."
it is worthwhile to note that familiarity with the participants also has its own problems. In the case of familiarity, the participants may refuse to co-operate with the researcher since they would feel that the researcher already knows the situation in the area of study. All the same, the researcher must work with either a familiar or unfamiliar group but must be aware of how to handle his or her participants carefully. I attained co-operation in iiy area of study by establishing a good working rapport with the participants. I established a good working rapport with the participants after one week by engaging myself in informal discussions concerning educational matters and life in general. Such discussions bridged the gap between me and my participants.
3.4 Description of the Target Population
The target population for this study were all the twenty secondary school teachers of English, their heads of English Department and headteachers in Ibacho Educational Division. Teachers of Integrated English Course were chosen for this study because, as already shown in the literature review, they are the major agents in any curriculum implementation as they receive, interpret and implement any curriculum package. They are also in direct contact with students and it is their responsibility to effectively implement the content of Integrated English Course in the classroom. On the other hand, the heads of English Department and the headteachers were important in this study because they have some impact over the teachers. The heads of English Department play a vital role in the co-ordination and planning of the English curriculum. They are expected to supervise the work of every English teacher in the whole school and assist new and untrained teachers facing the challenges of teaching Integrated English Course. The headteachers are the co-ordinating forces in their schools. Thus, they provide the needed materials and general guidance to the teachers of Integrated English Course. They also choose to sponsor or not to sponsor their teachers for in-service courses (when and if such courses are offered) to update their knowledge of Integrated English Course. Hence, the headteachers can facilitate or hinder effective implementation of Integrated English Course.
The target population in Ibacho Educational Division was distributed among four educational zones. For the purpose of this study, Zone one was Ibacho with four secondary schools as follows: Ibacho, Mogweko, Nyamagesa Church of God (COG) and Gesicho. Zone two was Keroka which had the following three secondary schools: St. Charles Lwanga Ichuni, Amabuko and Amasege. Zone three was Ekerubo which consisted of two secondary schools:
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Gesabakwa and Hema Chitago. Zone four was Kiamokama which had four secondary schools Moreniani, Mobamba, Chironge and Kiarnokama Friends.
3.5 Sample and Sampling Procedures
The sample for the study was selected from all teachers of English, their heads of English Department and headteachers in secondary schools in Ibacho Educational Division. Ibacho Educational Division comprises of four educational zones with a total of thirteen secondary schools. A sample of eight schools, which had participated in KCSE Examination for at least four years was targeted for the study. These eight schools were puiposively selected from the four zones. The logic and power of purposive sampling lies in selecting information-rich cases for study in depth (Patton, 1990). This is because qualitative inquiry typically focuses in depth on relatively small samples, even single cases (n = 1). Patton describes information-rich cases
those from which one can learn a great deal about issues of central importance to the purpose of the research, thus the term purposive sampling... The purpose of purposive sampling is to select information-rich cases whose study will illuminate the questions under study.
Thus, information-rich schools in this study are those schools from which one can learn a great deal about the implementation of Integrated English Course. Hence, the eight schools in Ibacho Educational Division having participated in KCSE for over four years were expected to be information-rich as regards the implementation of Integrated English Course. I preferred purposive sampling because of its relative advantage of time, money and manageability (Nungu, 1997:12).
Out of the eight purposively selected secondary schools, two secondary schools were randomly chosen using the hat method for classroom observation in Forms Two and Three. Kerlinger (1973) points out that a sample drawn at random is unbiased in the sense that no member of the population has any more chance of being selected than any other member. Thus, by randomly choosing the two schools for observation, it meant that all the eight secondary schools stood the same probability of being selected.
In lower classes, Form Two was chosen for the observation as these students had already had one year of Integrated English Course unlike the Form Ones. In higher classes, Form Three was chosen for the observation. I collected data for my study during the months of June and July,
1998. Hence, the Form Four class was not ideal for the observation as they were busy preparing for District Mock and National Examinations.
3.6 Research Instruments
Three types of instruments were used in the study: a questionnaire, interview schedules and a lesson observation guide.
3.6.1 The Questionnaire
A teacher questionnaire with twenty five questions was used. The items of the teacher questionnaire were adapted from Omollo's (1990) and Muutu's (1993) studies on Integrated English Course. Some other items were adapted from Malusu's (1997) study on the role of the Christian Church in curriculum development in Kenya. The adaptation of such items from previous instruments is supported by Chandra (1983). The questionnaire was used besides the observation guide to collect primary data. According to Satyanarayana (1983), a questionnaire is useful in obtaining objective data . This is due to the fact that the participants are not manipulated in any way by the researcher as they fill in the questionnaire.
The questionnaire was administered to all the twenty teachers of Integrated English Course in the eight selected secondary schools in the division. The twenty teachers were expected to participate in filling in the questionnaire's closed and open-ended items.
I used the teacher questionnaire to elicit information on the twenty teachers' Opinions regarding the need and relevance of Integrated English Course, their academic and professional qualifications, their methods of implementing Integrated English Course, problems they face during its implementation, and recommendations for its better implementation (see Appendix 5). The use of the questionnaire was necessary because observation and interviews were not possible for the twenty teachers used in the study due to lack of time and other resources.
3.6.2 The Interview Schedule
Most of the items in the interview schedules were adapted from Omollo's (1990) and Muutu's (1993) studies on Integrated English Course. Some other items were adal)ted from Malusu's (1997) study on the role of the Christian Church in Kenya. According to Satyanarayana (1983),
